Abstract

The paper deals with the way postmodernism has been discussed within philosophy of education and argued for by some authors within this context, and with what this kind of postmodernism can offer to education and to philosophy of education. Particular attention is paid to one of the basic presuppositions, namely the requirement to break with the cultural heritage and look for radical alternatives. A second paper will develop a different view of human action, following the later Wittgenstein, and draw on Frankfurt's ideas on‘the importance of what we care about’ to revitalise the conception of the educational project.